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Framework for Leadership – Types of Evidence (07/01/14): © Pennsylvania Department of Education, 2014 1

Framework for Leadership Types of Evidence

Please note: The evidence identified here is provided to stimulate conversations that occur between a supervising authority and a principal/school leader. The evidence examples should not be viewed as a “checklist” but merely as a resource. The actual evidence gathered should be discussed and agreed upon between the supervising authority and principal/school leader.

Domain 1: Strategic/Cultural Leadership

Domain Component Description from Rubric

Proficient Category

Types of Evidence - General

Provided as Examples Only

Local Entity Determines Specific Evidence to be Used for Evaluation

Locally Agreed Upon Evidence, Timelines, Impact

Domain 1: Strategic/ Cultural Leadership

1a: Creates an Organizational Vision, Mission, and Strategic Goals

Implements a process that includes stakeholders for developing a shared vision and strategic goals for student achievement that results in rigor and relevance for students and staff. Maintains a focus on the vision and strategic goals throughout the school year. Ensures that staff incorporates the school’s vision, mission, and strategic goals in their instructional plans to assure that students achieve expected outcomes.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding organizational vision, mission, and strategic goals.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding organizational vision, mission, and strategic goals.

• Quarterly and end of year summation reports. • Review of lesson plans to ensure compliance.

• Professional Development Plans.


1b: Uses Data for Informed Decision Making

Collects, analyzes, monitors, and uses data systematically regarding the school’s progress in driving informed decision-making for the attainment of strategic goals and objectives. Develops the capacity of staff and other stakeholders to use data for decision-making.

• Development and implementation of plans for school improvement and student achievement.

• Utilization of formative and summative assessments that impact instruction (PSSA, PVAAS, DIBELS, SAT, AP exams, IB exams, local assessments, etc.).

• Utilization of student and school data for instructional

planning and decision making. Examples include, but are not limited to: o Graduation Rates. o Discipline. o School Safety Reports. o Special Education Referrals. o Other tests – local assessments.

• Utilization of multiple measures for instructional

planning and decision making. Examples include, but are not limited to: o School Performance Profile data o Correlations between teacher ratings and

PVAAS) o SLO data

• Documentation of professional development for staff

on assessment tools, data analysis techniques, and utilizing data to drive student achievement.

1c: Builds a Collaborative and Empowering Work Environment

Creates a collaborative work environment predicated upon cooperation among and between students, parents, staff, and the community. Consistently engages in shared decision-making and distributive leadership. Actively models behaviors that promote a sense of empowerment

• Documentation of efforts to establish and promote collaborative workgroups for staff (such as Professional Learning Communities – PLCs). Examples of documentation include, but are not limited to:

o Meeting rosters. o Meeting agendas. o Meeting minutes.

• Schedules demonstrating shared planning time.


among staff and stakeholders. • Documentation of staff involvement with hiring.

• Documentation of student and parent involvement on

school wide committees

1d: Leads Change Efforts for Continuous Improvement

Implements a change process to ensure continuous school improvement.

• Documentation of meeting minutes, agendas, and rosters that support the implementation of key elements of a change process as indicated below: o Priority challenges to be addressed. o Activities planned to address the challenges. o A plan and timeline for monitoring the

progress.

1e: Celebrates Accomplishments and Acknowledges Failures

Recognizes individual and collective contributions in a systematic manner toward attainment of strategic goals. Utilizes failure as an opportunity to improve school culture and student performance.

• List of recognition programs. Examples include, but are not limited to:

o Award certificates of achievement and

appreciation. o Student of the Month programs o Honor roll. o Teacher of the Year. o Etc.

• Creates and Reviews Incident Reports. • Agenda minutes and proposed plan of action to

remedy shortcomings.


Domain 2: Systems Leadership


Proficient Category





Domain 2: Systems Leadership

2a: Leverages Human and Financial Resources

Designs transparent systems to equitably manage human and financial resources. Ensures the strategic allocation and equitable use of human and financial resources to meet instructional goals and support teacher needs.

• School budget and expenditure reports.

• Cost comparison of use of internal and external resources.

• Description of process involving staff in budget

development/resource allocation.

• Effectiveness of school partnerships with other agencies/organizations.

• A list of available resources assigned to strategic goals.


2b: Ensures a High Quality, High Performing Staff:

Supervises and evaluates all staff in a fair and equitable manner following LEA procedures and uses the results to improve performance. Recruits and retains high quality staff that meets the diverse needs of students. Participates with appropriate personnel to select highly qualified staff. Provides processes to support all new personnel. Maintains a high performing staff, which is focused on improving student achievement.

• Documentation that staff observations/evaluations were completed with fidelity.

• Utilization of multiple measures for instructional planning and decision making. Examples include, but are not limited to: o School Performance Profile data o Correlations between teacher ratings and

PVAAS) o SLO data

• Documentation of a process to identify instructional

needs and development of professional plans for teachers.

• Staff turnover: o % of yearly staff turnover. o Reasons for staff leaving. o Reasons for staff remaining in position.

• Staff recruitment:

o List of recruiting activities. o #of staff hired as direct result of recruiting

activities. o Employment history of those recruited. o Quality of observations/demonstrations (if

required) o Length of time in previous position.

• Feedback from staff (professional/support) on quality

of induction activities.

• Documentation that processes are in place to address concerns that affect student achievement.


2c: Complies with Federal, State, and LEA Mandates

Designs protocols and processes in order to comply with federal, state and LEA mandates. Consistently complies with federal, state, and LEA mandates and all contractual agreements in a timely and complete manner.

• Documentation of timely compliance with federal, state, and LEA mandates.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding applicable federal, state, and LEA mandates.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding applicable federal, state, and LEA mandates.

2d: Establishes and Implements Expectations for Students and Staff

Engages students and staff members in developing expectations for learning and improved performance. Creates and revises rules and procedures to maintain a safe and positive school culture conducive to student learning. Communicates and enforces clear expectations, structures, and fair rules and procedures for students and staff.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding expectations for students and staff.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding expectations for students and staff.

• Signed affidavits from parents and faculty indicating understanding and acceptance of student/faculty handbook.


2e: Communicates Effectively and Strategically

Designs and utilizes a system of open communication that provides for the timely, responsible sharing of information to, from, and with staff and stakeholders. Provides information in various formats in multiple ways through different media in order to ensure communication with staff and stakeholders.

• Documentation of meeting minutes, agendas, rosters, and handbooks that support the implementation of key elements of a communications process.

• Documentation of communication with stakeholders using various media. Examples include, but not limited to:

o Newsletters and updates to stakeholders. o Utilization of social media / websites. o Promotion of two-way communication with all

stakeholders. o School call system.

2f: Manages Conflict Constructively

Consistently resolves school-based problems/conflicts in a fair, democratic way. Provides opportunities for affected stakeholders (students, staff, and parents) to express opinions and discusses options to address discordant issues. Implements and reviews solutions that address discordant issues.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding mediation processes, as well as agreed upon solutions.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding mediation processes, as well as agreed upon solutions.

• Establish and enforce processes that address conflict and appeals.

• Establish, publish, and enforce anti-bullying policies.

• Professional development for staff to effectively address conflict so that resolutions can be achieved prior to administrator involvement.

• School climate surveys completed by stakeholders.

• Discipline reports:

o Student-to-teacher. o Student-to-student discipline issues. o Staff-to-staff discipline issues.


2g: Ensures School Safety

Reviews, analyzes and adjusts school safety and discipline plans based on school data, crisis feedback, and current regulations/mandates. Maintains and creates open communication processes that allow for proactive identification and intervention of potential incidents. Communicates to stakeholders regarding safety issues in a clear, appropriate, and timely manner.

• Evidence on the use of safety data sets by school stakeholder groups.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding school safety.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding school safety.

• Documentation of the implementation of school behavioral and safety policies/ procedures. Examples include, but are not limited to:

o Safety drill and reports. o Outside speakers dealing with safety issues. o Signed affidavits from parents and faculty

indicating understanding and acceptance of student/faculty handbook.

o Written School Safety and Behavioral Policies. o Memorandum of Understanding (MOU) with

local law enforcement.


Domain 3: Leadership for Learning


Proficient Category





Domain 3: Leadership for Learning

3a: Leads School Improvement Initiatives

Develops a school improvement plan, as well as establishes clear and consistent processes and systems to: • Implement s school improvement

Plan.

• Monitor and evaluate progress toward achieving school improvement goals and student outcomes.

Revise school improvement goals and outcomes based on data analysis.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding school improvement initiatives.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding school improvement initiatives.

• Develops actions plans based on school and student

data. • Feedback from stakeholders.

• Progress on school performance initiatives.

3b: Aligns Curricula, Instruction, and Assessments

Consistently ensures that the LEA’s curricula are implemented with fidelity throughout the school. Aligns curricula with assessments and instructional material. Engages staff in curricula planning and instruction based upon state and local assessments. Creates opportunities to collaboratively use data/assessments to drive instructional decisions and practices.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding alignment of curricula, instruction, and assessments.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding alignment of curricula, instruction, and assessments.

• Documentation of resources, tools, strategies, etc. that

address alignment of curricula established within the LEA with instructional and assessment practices within the school.


3c: Implements High Quality Instruction

Consistently monitors the effectiveness of and timely feedback to professional staff in the domains of: • Planning and Preparation.

• Classroom Environment.

• Instruction.

• Professional Responsibilities

Participates in professional development activities, including inter-rater reliability, to better monitor and coach the use of effective instructional and assessment practices.

• Documentation of the completion of professional development for: o Teacher effectiveness and evaluation. o Inter-rater reliability.

• Review of formative assessments and summative

evaluations to determine trends/patterns in staff instruction to inform professional development.

3d: Sets High Expectations for All Students

Articulates a belief in high measureable goals for all students and staff. Leads school efforts to set and monitor learning goals for all students and establish safety nets for struggling students. Holds every staff member responsible and accountable for ensuring that all students achieve the rigorous outcomes established for them.

• Communication logs (emails, letters, notes regarding phone conversations, etc.) to parents, staff, students, and/or community members regarding high expectations for all students.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding high expectations for all students. Examples include, but are not limited to: o Systematic use of data for instructional

planning and decision making. o Utilization of Response to Instruction and

Intervention (RTII). o Utilization of Student Assistance Programs

(SAP). o Active involvement in IEP meetings.

3e: Maximizes Instructional Time

Implements processes and schedules in a systematic manner to protect instructional and planning time from interruptions.

• Documentation of processes that maximize planning time for teachers, while balancing the needs of the school.

• Documentation of policy/practices that include steps to reduce and/or eliminate the need for announcements throughout the school day.


Domain 4: Professional and Community Leadership


Proficient Category





Domain 4: Professional and Community Leadership

4a: Maximizes Professional Responsibilities Through Parent Involvement and Community Engagement

Creates systems and engages parents/ guardians and all community stakeholders in a shared responsibility for student and school success reflecting the community’s vision of the school. Collaboratively works to establish a culture that encourages and welcomes families and community members and seeks ways in which to engage them in student learning.

• Documentation of processes that maximize parent and community engagement. Examples include, but are not limited to: o Parent advisory groups o Business/ Industry advisory groups o Civic organizations o Back to school nights. o Open houses. o Parent-Teacher conferences.

4b: Shows professionalism

Articulates and demonstrates a personal and professional code of ethics (e.g. AASA, NASSP, PAESSP). Displays high standards of honesty, integrity, and confidentiality in interactions with students, staff, and stakeholders. Actively serves students to ensure that all students receive a fair opportunity to succeed.

• Documentation of actions regarding honesty, integrity, and confidentiality that proactively serves the needs of all students, staff, and community members. Example include, but are not limited to:

o Policies. o Administrative guidelines. o Student handbook.

• Documentation of actions regarding fair and equitable

treatment of all students, staff, and community members. Example include, but are not limited to:

o Policies. o Administrative guidelines. o Student handbook. o Faculty handbook.

• Program agendas and rosters, faculty meeting agendas


and minutes, and/or other meeting agendas and minutes regarding professionalism and the code of conduct for school behavior.

4c: Supports

Professional Growth

Targets professional development toward the improvement of learning experiences, including quality of classroom instruction and the ability of teachers to meet the needs of all students. Plans and routinely participates in professional development focused on improving instructional programs and practices.

• Program agendas and rosters, faculty meeting agendas and minutes, and/or other meeting agendas and minutes regarding professional development activities.

• Record of staff involvement (including administrator) in professional organizations and activities.

• Review of formative assessments to determine trends/patterns in staff instruction to inform professional development.

• Teacher Induction Plans outcomes.

• Involvement in PIL programs.